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Dissertations / Theses on the topic 'Learning texts'
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1
Lockwood, Frederick George. "Activities in distance learning texts." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278758.
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2
Armitage, Ursula Marie. "Navigation and learning in electronic texts." Thesis, City University London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412608.
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3
Nelsson, Mikael. "Deep learning for medical report texts." Thesis, Uppsala universitet, Avdelningen för systemteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-356140.
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Data within the medical sector is often stored as free text entries. This is especially true for report texts, which are written after an examination. To be able to automatically gather data from these texts they need to be analyzed and classified to show what findings the examinations had. This thesis compares three state of the art deep learning approaches to classify short medical report texts. This is done for two types of examinations, so the concept of transfer learning plays a role in the evaluation. An optimal model should learn concepts that are applicable for more than one type of examinations, since we can expect the texts to be similar. The two data set from the examinations are also of different sizes, and both have an uneven distribution among the target classes. One of the models is based on techniques traditionally used for language processing using deep learning. The two other models are based on techniques usually used for image recognition and classification. The latter models proves to be the best across the different metrics, not least in the sense of transfer learning as they improve the results when learning from both types of examinations. This becomes especially apparent for the lowest frequent class from the smaller data set as none of the models correctly predict this class without using transfer learning.
4
Marzagao, Thiago. "Measuring Democracy: From Texts to Data." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405085531.
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Hall, Matthew. "Designing is learning| An investigation of designing multimodal texts." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599872.
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This qualitative study analyzed the meaning-making practices of urban adolescents participating in a college preparatory program featuring philosophical inquiry into cosmopolitanism and the creation of multimodal texts. In contrast to studies of composing that focus on individual outcomes, this dissertation traced group meaning making. The study was grounded in sociocultural perspectives that theorize literacy as diverse, socially constructed, meaning-making practices that emerge in particular cultural and social contexts, and include multiple modes of communication. Data included interviews, observations, and artifacts. To analyze the data, a music-inspired analytic system was devised to examine the collaborative nature of composing.
The study demonstrated, first, that composing in this setting was a collaborative process exceeding customary understandings of collaborative composing. Uncovered after examining complex patterns of interactions over varied timescales, collaboration at the group level occurred while community members created individual products. Second, the study revealed that improvisation was an important strategy for shaping the content of this collaborative process. During informal jam sessions, participants creatively explored options for representing content. They actively built upon ideas offered by other participants in the moment, in order to read, interpret, select, and design the content of their multimodal texts. Last, facilitated by the complex patterns of interaction and shaped by the improvised frames for representing content, this study revealed the ways in which participants constructed a shared meaning of the concept of cosmopolitanism at the group level. Utilizing an image-afforded exploration of juxtaposition, this shared understanding evolved from early conceptions of cosmopolitanism as represented in juxtaposed images to an understanding of cosmopolitanism as the act of creating and interpreting juxtaposition between varying perspectives.
This study contributes to growing empirical research on meaning making through multimodal text design. It extends socio-cultural explanations of what counts as `social' in educational contexts, illustrating that composing is not just influenced by social interaction but rather is social. Finally, in an age of standards, testing, and accountability that can narrow what constitutes valued literacy practices, this study provides an example of the varied interactional paths and diverse compositional strategies and products that can engage learners and expand opportunities for meaning making.
6
Bagelman, Caroline. "Picturing transformative texts : anti-colonial learning and the picturebook." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6134/.
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This project suggests that the exclusion of children from social discourse has been naturalized, and remains largely unchallenged in the West (Salisbury and Styles, 2012, p. 113). While some didactic picturebooks and pedagogies construct and perpetuate this exclusion, I will explore the potential of critical picturebooks and critical pedagogy to counter it. Critical picturebooks and critical pedagogy, I propose, can help to build and support the critical consciousness of readers, transforming their social relations. Specifically, this project is concerned with the exclusion of children from discourse on colonialism in Canada, and it highlights the need for critical consciousness in this area. I suggest that critical picturebooks can play a role in unsettling settler relations, or shifting Canada-Aboriginal relations towards more ethical ones. I therefore offer an anti-colonial pedagogy for picturebooks to facilitate these aims. This pedagogy is generated through putting theory on picturebooks, critical pedagogy, Indigenous methods, as well as local pedagogy in Alert Bay into an interdisciplinary conversation. I begin by asking ‘how can picturebooks function as transformative texts?’ Drawing on picturebook theory, I present five elements of critical picturebooks that make them conducive to transformative social discourse: 1) flexibility of the form (enabling complex, cross-genre narratives); 2) accessibility of composite texts (allowing for multiliteracies); 3) textual gaps in composite texts; 4) their dialogical nature (often being read and analyzed aloud); and, 5) their ability to address content silenced in many educational settings. I hold that “the plasticity of mind” which Margaret Mackey suggests is engendered by the picturebook’s flexible form (explicated by these five elements) also fosters a plasticity of mind in terms of the reader navigating social issues or complex problems presented in its content (as cited in Salisbury and Styles, 2012, p. 91). This dual plasticity positions the picturebook as a valuable and empowering discursive or dialogical tool. If, as Paulo Freire asserts, “it is in speaking their word that people, by naming the world, transform it, dialogue imposes itself as the way by which they achieve significance as human beings”, then it is crucial that children are included in social dialogue that has been typically reserved for adults (Freire, 2000, p. 69). I then discuss the ways in which my participatory action research (PAR) in the community of Alert Bay, British Columbia, illustrates the transformative potentials of picturebooks, and helped to form an anti-colonial pedagogy for picturebooks. Workshops with local children, young adults and adults examined the unique form and content of picturebook narratives. In following with Freire, the aim was not only to explore the pedagogical promise of existing texts, but also to co-develop tools with which participants generate their own self-representations. We focused on developing narratives on food, an important generative theme that connects many facets of life including experiences of colonialism. Through additional conversations and embodied learning activities, I was introduced to local anti-colonial pedagogical methods. I put these experiences into conversation with theories of critical pedagogy put forth by Freire, Ivan Illich, bell hooks and Henry Giroux and a discussion of Indigenous research and pedagogical methods offered by Linda Tuhiwai Smith, Sandy Grande, Leanne Simpson, Lynn Gehl, and curricular resources. This research culminated in making Grease, a picturebook on the importance of oolichan oil to Alert Bay, told from a visitor’s perspective. In creating Grease, I have aimed to practically apply my proposed pedagogy, and make my work available to both Alert Bay and (in the future) to readers farther afield. This is an effort to address the dearth of anti-colonial literature and education available to children in Canada and elsewhere. The final chapter of my thesis serves as an annotative guide to be read alongside Grease. The pedagogy and picturebook combined present tenable ways in which picturebooks can engage children in critical discussions of colonialism and function as transformative texts.
7
Clayton, Malcolm William. "Visual and verbal texts and language teaching." Thesis, UCL Institute of Education (IOE), 1995. http://eprints.ioe.ac.uk/21562/.
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With reference to language teaching, this research examines current trends in the combination of pictures and print. Assuming that when combined in texts, these utilize differential disclosures of visual and verbal feature, the research establishes some important provisos. Foremost among these is the stipulation that words and pictures do not communicate with each other in the same way. Thus although, on paper, they may be comprehensibly united, in their disclosure of features they remain mutually exterior and coded apart. Generalising from this, the study surveys other sources of exteriority in ELT. To investigate these, it is necessary to mediate across features which, though brought into contact, remain heterogeneously regulated and coded apart. Similarly, the researching of visual and verbal texts becomes a form of crosscultural arbitration. It therefore needs to account for (and bring into agreement) features extraordinarily combined. Since, by definition, these do not ordinarily communicate with each other in the same way, it is argued that they ought to be central to any field driven by considerations of foreignness. Because, for reasons of exteriority, the operandi of both linguistics and art history appear problematic, the research instead opts for an intervening modus vivendi. Thus Deleuze and Guattari's (1987) research metaphor of the 'nomad' is taken as germane. Since this provides some inkling of a conceptual middle ground, it serves as a general guide to observation and is pursued to a point where visual and verbal texts can be more equitably described. The description makes it possible to observe effective but hitherto unnoticed uses of space. Turning on points of framing, spatial positioning, multilinear connection and - beyond whatever is visible - lines of correspondence with language, these reveal that visual and verbal texts do indeed follow multiple but orderly lines of combination. Having described the principles behind these multilinear visual and verbal combinations, it becomes possible to re-appraise their role in language teaching. Again, therefore, the research concludes that since they seek to interrelate multiple but ordinarily noncommunicating parts, 'nomadic' orientations in general - and visual and verbal texts in particular - ought to be at the very heart of language teaching.
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Morles, Armando. "The improvement of leaming ability by means of reading." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99772.
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This study discusses the importance of instruction in the ability to learn from texts. First learning through reading is defined, followed by the identificaction of the factors that determine this learning. It provides guidelines for the improvement uf such an ability. Finally, it gives i'deas about ways of conducting the student training, including exercising modalities and the program placement in the educational context.El presente estudio discute la importancia de la instrucción en la capacidad para aprender el contenido de textos escritos. Al inicio se define el aprendizaje a través de la lectura para luego continuar con la identificación de los factores que condicionan este aprendizaje. Luego se suministra lineamientos para mejorar esa capacidad. Finalmente se aportan ideas acerca de cómo conducir el entrenamiento de los estudiantes, incluyendo las modalidades y su ubicación dentro del contexto educativo.
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Boynukalin, Zeynep. "Emotion Analysis Of Turkish Texts By Using Machine Learning Methods." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614521/index.pdf.
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Automatically analysing the emotion in texts is in increasing interest in today&rsquos research fields. The aim is to develop a machine that can detect type of user&rsquo
s emotion from his/her text. Emotion classification of English texts is studied by several researchers and promising results are achieved. In this thesis, an emotion classification study on Turkish texts is introduced. To the best of our knowledge, this is the first study on emotion analysis of Turkish texts. In English there exists some well-defined datasets for the purpose of emotion classification, but we could not find datasets in Turkish suitable for this study. Therefore, another important contribution is the generating a new data set in Turkish for emotion analysis. The dataset is generated by combining two types of sources. Several classification algorithms are applied on the dataset and results are compared. Due to the nature of Turkish language, new features are added to the existing methods to improve the success of the proposed method.
10
Van, Blommestein Erane. "Production factors for written expository texts." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30415.
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Expository text writing is a task that demands high-level cognitive and linguistic skill in order to produce well-written texts. Individuals who have cognitive-communicative impairments following mild closed head injury often display difficulty in organization, recall and attention when writing texts. The purpose of this study was to investigate factors that facilitate production of coherent expository texts by two unimpaired adults, with the ultimate goal of applying the results to work with head-injured individuals. These factors were: type of texts and type of support found in the text elicitation context.
It was hypothesized that Description texts would be easiest to produce, followed by Comparison, Sequence, and Response texts. It was also hypothesized that texts that were supported in the elicitation context by explicit information regarding text structure would result in more coherent texts than those written without such support. Furthermore, texts that were supported by structure plus content information were hypothesized to result in texts that were most coherent. Finally, it was questioned whether texts that were produced in the absence of support, but after the two support conditions had been completed, would exhibit a learning effect. Therefore, the effect of four elicitation contexts and four text types were examined. Each subject wrote sixteen texts.
Text adequacy was measured using cohesive harmony analysis (Hasan, 1984, 1985) and a reader rating scale that was intended to measure perceived coherence.
Results from Subject One were consistent with the hypothesized order of text difficulty. As well, the conditions in which text structure was provided generally resulted in more coherent texts than the texts produced without support. Evidence for a learning effect in the last condition was not found. Because the addition of content did not appear to increase text coherence when compared to texts produced with structural support alone, particularly for easier text types, it was suggested that a ceiling effect may have occurred for this subject, so that additional reduction of processing demands did not result in improved text production. The results from Subject Two were inconclusive, particularly for the effect of elicitation context. Order of text type difficulty differed from the expected order for this subject's texts. This demonstrates the variability that occurs among unimpaired writers in both text coherence and how writing tasks are approached, as well as the need for further studies using larger samples.
Text ratings by a group of Speech-Langauge Pathologists did not match the results of the cohesive harmony analysis for text type. It was suggested that this disparity may be due to: inadequacies in cohesive harmony analysis that make it insensitive to features of texts readers use in order to determine coherence; or differences among texts in the readers' ability to construct text structure as they read. Texts produced in contexts with support generally received higher perceived coherence ratings than those written without such support. Inter-rater variability was marked, especially for texts low in cohesive harmony.
Modifications to the procedures used in this study for both further research and clinical application are discussed.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
11
Johnson, Sunni. "Struggling Middle School Readers Learning To Make Intertextual Connections With Texts." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103338/.
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When people read, they often make connections to their lives, the world, and other texts. Often, these connections are not overt, but are a thinking process invisible to observers. The purpose of this study was to explore the intertextual connections struggling middle school students made as they read multiple topically-related texts to build knowledge, through observation of discussions, surveys, and interviews with students. The students received 30 lessons based on the constructivist model of comprehension. Data sources included observations during the delivery of these interactive lessons and surveys regarding their connections, their use of the connection strategies in content area classes, and their knowledge of the topic. The observations and surveys were analyzed using the constant comparative method. Information rich cases were developed from these data, as well as from interviews with selected students. Although the students were considered struggling readers, they did not respond to the instruction as stereotypical struggling readers. They were engaged, and they led discussions and shared connections with the class. The students demonstrated they learned to make connections and more text-to-text or intertextual connections overall. The students made connections when interested in the topic and had opportunities to discuss the texts. Finally, the students sometimes made connections in content area classes with opportunity in those classes. The study has implications for theory, future research, and practice of teachers and library media specialists.
12
Ullmann, Thomas Daniel. "Automated detection of reflection in texts : a machine learning based approach." Thesis, Open University, 2015. http://oro.open.ac.uk/45402/.
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Promoting reflective thinking is an important educational goal. A common educational practice is to provide opportunities for learners to express their reflective thoughts in writing. The analysis of such text with regard to reflection is mainly a manual task that employs the principles of content analysis. Considering the amount of text produced by online learning systems, tools that automatically analyse text with regard to reflection would greatly benefit research and practice. Previous research has explored the potential of dictionary-based approaches that automatically map keywords to categories associated with reflection. Other automated methods use manually constructed rules to gauge insight from text. Machine learning has shown potential for classifying text with regard to reflection-related constructs. However, not much is known of whether machine learning can be used to reliably analyse text with regard to the categories of reflective writing models. This thesis investigates the reliability of machine learning algorithms to detect reflective thinking in text. In particular, it studies whether text segments from student writings can be analysed automatically to detect the presence (or absence) of reflective writing model categories. A synthesis of the models of reflective writing is performed to determine the categories frequently used to analyse reflective writing. For each of these categories, several machine learning algorithms are evaluated with regard to their ability to reliably detect reflective writing categories. The evaluation finds that many of the categories can be predicted reliably. The automated method, however, does not achieve the same level of reliability as humans do.
13
Avenberg, Anna. "Automatic language identification of short texts." Thesis, Uppsala universitet, Avdelningen för beräkningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-421032.
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The world is growing more connected through the use of online communication, exposing software and humans to all the world's languages. While devices are able to understand and share the raw data between themselves and with humans, the information itself is not expressed in a monolithic format. This causes issues both in the human to computer interaction and human to human communication. Automatic language identification (LID) is a field within artificial intelligence and natural language processing that strives to solve a part of these issues by identifying languages from text, sign language and speech. One of the challenges is to identify the short pieces of text that can be found online, such as messages, comments and posts on social media. This is due to the small amount of information they carry. The goal of this thesis has been to build a machine learning model that can identify the language for these short pieces of text. A long short-term memory (LSTM) machine learning model was built and benchmarked towards Facebook's fastText model. The results show how the LSTM model reached an accuracy of around 95% and the fastText model used as comparison reached an accuracy of 97%. The LSTM model struggled more when identifying texts shorter than 50 characters than with longer text. The classification performance of the LSTM model was also relatively poor in cases where languages were similar, like Croatian and Serbian. Both the LSTM model and the fastText model reached accuracy's above 94% which can be considered high, depending on how it is evaluated. There are however many improvements and possible future work to be considered; looking further into texts shorter than 50 characters, evaluating the model's softmax output vector values and how to handle similar languages.
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Robertson, Laura. "Integrating Science Learning with Literacy Using Informational Texts in Grades 6-12." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/782.
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Norlander, Olof. "Analysis of stock forum texts to examine correlation to stock prices." Thesis, Uppsala universitet, Avdelningen för datalogi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-298484.
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In this thesis, four methods of classification from statistical learning have been used to examine correlations between stock forum discussions and stock prices. The classifiers Naive Bayes, support vector machine, AdaBoost and random forest, were used on text data from two different stock forums to see if the text had any predictive power for the stock price of five different companies. The volatility and the direction of the price - whether it would go up or down - over a day was measured. The highest accuracy obtained for predicting high or low volatility came from random forest and was 85.2 %. For price difference the highest accuracy was 69.2 %, using the support vector machine. The average accuracy for predicting the price difference was 58.6 % and the average accuracy for predicting the volatility was 73.4 %. This thesis was made in collaboration with the company Scila which works with stock market security.
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Tabassum, Binte Jafar Jeniya. "Information Extraction From User Generated Noisy Texts." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1606315356821532.
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Frunza, Oana Magdalena. "Personalized Medicine through Automatic Extraction of Information from Medical Texts." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22724.
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The wealth of medical-related information available today gives rise to a multidimensional source of knowledge. Research discoveries published in prestigious venues, electronic-health records data, discharge summaries, clinical notes, etc., all represent important medical information that can assist in the medical decision-making process. The challenge that comes with accessing and using such vast and diverse sources of data stands in the ability to distil and extract reliable and relevant information. Computer-based tools that use natural language processing and machine learning techniques have proven to help address such challenges. This current work proposes automatic reliable solutions for solving tasks that can help achieve a personalized-medicine, a medical practice that brings together general medical knowledge and case-specific medical information. Phenotypic medical observations, along with data coming from test results, are not enough when assessing and treating a medical case. Genetic, life-style, background and environmental data also need to be taken into
account in the medical decision process. This thesis’s goal is to prove that natural
language processing and machine learning techniques represent reliable solutions for
solving important medical-related problems.
From the numerous research problems that need to be answered when implementing
personalized medicine, the scope of this thesis is restricted to four, as follows:
1. Automatic identification of obesity-related diseases by using only textual clinical
data;
2. Automatic identification of relevant abstracts of published research to be used for
building systematic reviews;
3. Automatic identification of gene functions based on textual data of published medical abstracts;
4. Automatic identification and classification of important medical relations between medical concepts in clinical and technical data. This thesis investigation on finding automatic solutions for achieving a personalized medicine through information identification and extraction focused on individual specific problems that can be later linked in a puzzle-building manner. A diverse representation technique that follows a divide-and-conquer methodological approach shows to be the most reliable solution for building automatic models that solve the above mentioned
tasks. The methodologies that I propose are supported by in-depth research experiments
and thorough discussions and conclusions.
18
Cheung, Wing-sze Helen. "Using web-based media texts to enhance secondary students' motivation in English learning." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37638130.
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Cheung, Wing-sze Helen, and 張詠斯. "Using web-based media texts to enhance secondary students' motivation in English learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37638130.
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Bachman, Kathryn M. "Using Videos versus Traditional Written Texts in the Classroom to Enhance Student Learning." Ohio Dominican University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1449441013.
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Melling, P. W. "Tall stories and new word learning : an investigation of demanding texts and difficult words." Thesis, Swansea University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638176.
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This research targeted on apparent contradiction in modern language teaching practices. Although reading in a target language is thought to lead to new word uptake, the gains reported in reading studies are appallingly low. In explanation, two possible culprits were suggested: (a) tests insensitive to words only partially acquired from reading and (b) dull and poor-quality texts which failed to inspire worthwhile inferencing and new word learning. Our purpose then was to investigate new word learning in reading situations modified in two ways. Firstly, we suggested tests using word associations. These would allow freedom of response choice and would also usefully enable rich scoring procedures to be employed based on English native-speaker ratings and association norms. Secondly, we suggested that texts deliberately been made under-helpful or demanding might stimulate effective inferencing, coaxing better new learning. In a series of new word learning studies employing texts with controlled demandingness, we predicted that demanding texts would produce better new word learning than less demanding ones. Our hypothesis was not supported: weak and non-significant Text Type effects were produced. Unexpectedly, subsequent re-analysis of the data consistently produced large and highly significant Word Set effects. This suggested that some target words were more difficult to learn than others, even though the new word sets and been carefully controlled and matched for difficulty according to conventional standards. We concluded that orthographic factors exerted a considerable, yet elusive, influence on new word learning. The relative performance of our scoring method based on native-speaker association norms was disappointing. We attributed this to the remoteness of the native-speakers from the subjects' English learning context. Our conclusion was that the use of non-native speaker association data might be one remedy worth future investigation.
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Han, Andrea N. "LEARNING OUR PLACE: A FEMINIST ANALYSIS OF PRACTITIONER TEXTS WRITTEN FOR WOMEN SCHOOL ADMINISTRATORS." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1259961405.
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Branch, Robert C. "The effects of flow diagrams and texts with instructive questions on learning verbal chains." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54497.
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This study examined the ways in which diagrams and texts were used to teach
verbal chains and other forms of cyclical information. One hundred twenty-nine college
students were randomly assigned to one of four stimulus treatments and a
comprehension test. The four treatments conditions were: Text Only (Control), Diagram
Only, Text with Instructive Questions, and Diagram with Instructive Questions. Flow
diagrams were more effective than texts as a presentation type when teaching cyclical
information. The groups that studied diagrams scored significantly higher on the
comprehension test than the groups that studied texts §(1,125) = 22.44, p < .05.
However, instructive questions used as prompts or as study organizers did not enhance
the instructional effectiveness of diagrams or texts. The groups that received instructive
questions as an adjunct to the presentation mode scored signiticantly lower on the
comprehension test than the groups that did not receive the adjunct questions F(1, 125) =
8.14, p < .05. Further analysis indicated no interaction among the independent
variables. It was concluded that flow diagrams are more effective than text when
teaching verbal chains.Ed. D.
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Parks, Heidi L. "Using Picture Books to Increase Comprehension of Expository Texts in Students with Learning Disabilities." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594667815760761.
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Larsson, Caroline, and Nygren Sara Hansson. "Paying It Forward - An action-based investigation of possible uses of texts in an English classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30841.
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This dissertation aims to explore how we, as teachers, can use texts and develop ways of working with texts in an English classroom with an eighth grade class. The syllabus states that different texts should be implemented but it does not express how this could or should be done. In this particular study we engaged in action research where we planned, carried out and evaluated a lesson series involving three different texts related to the same content, namely the story of Pay It Forward. The evaluation took the form of a triangulation of observations, a questionnaire and four interviews. We engaged a class from the eighth grade in the evaluation of the project since teaching and learning are intertwined.The evaluation of this project indicated that it might be beneficial to use three different texts and text types, related to the same content. It might also be beneficial to take the students‟ literary repertoires into consideration when choosing what texts to use. Another factor that we think should affect the choice of texts is the students‟ thoughts on their preferred way of input. Through the evaluation of the project we have also seen possible benefits of working with assignments in connection to the texts. To include a variety of assignments might help the students to develop the four different skills, reading, listening, speaking and writing.
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Henderson, Nigel E. "What influences decisions students make in selecting texts to support learning in anatomy and physiology?" Thesis, Anglia Ruskin University, 2015. http://arro.anglia.ac.uk/582315/.
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The provision of key text reading lists relies on students to select one they will utilise in undertaking a course. In anatomy and physiology an array of texts exist providing lecturers with the task of deciding the most suitable for inclusion within this list, the final choice for a student to undertake. Little evidence was found to identify the decision-making a student undertook in selecting a text. Based on disparate theoretical concepts an initial development of a conceptual process framework followed to provide a basis from which to identify influences which impacted on the student decision-making process. Using a mixed methods design a survey of students (N=964) undertaking anatomy and physiology courses was conducted whose results, following analysis provided the focus for in depth interviews. These included students (n=15), lecturers (n=3) authors (n=5) and publishers (n=2). Thematic analysis of the transcripts identified four overarching themes these being the Perception of the Textbook, Choice of the Textbook, Mismatch of Perceived Needs and Place of the Textbook. The results suggested two main influences which impacted on the student when choosing a text, those of existing prior knowledge and recommendation. Without prior knowledge, comprehension and cognition of the text was difficult. Recommendation by a lecturer or reading list, a strong influence, saw students selecting a recommended text without considering their own needs leading to an inability to use this. Without knowledge and recommendation students utilised aesthetic preference and heuristics in selecting a text, with many selecting additional texts to assist in using recommended texts. The results led to the development of the conceptual process framework indicating choice was a complex process for the student. Selecting a text is complex and affected by numerous influences. The study highlights a process through which a student traverses as they undertake the selection of their text. The study conclusions have led to the development of the Process Framework for Text Selection providing a novel and coherent linking of established theoretical concepts.
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Wikström, Debra. "Learning by Reading : A literature study on the use of authentic texts in the EFL upper elementary classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20874.
Full textAbstract:
The English language is widely used throughout the world and has become a core subject in many countries, especially for students in the upper elementary classroom. While textbooks have been the preferred EFL teaching method for a long time, this belief has seemingly changed within the last few years. Therefore, this study looks at what prior research says about the use of authentic texts in the EFL upper elementary classroom with an aim to answer research questions on how teachers can work with authentic texts, what the potential benefits of using authentic texts are and what teachers and students say about the use of authentic texts in the EFL classroom. While this thesis is written from a Swedish perspective, it is recognized that many countries teach EFL. Therefore, international results have also been taken into consideration and seven previous research studies have been analyzed in order to gain a better understanding of the use of authentic texts in the EFL classroom. Results indicate that the use of authentic texts is beneficial in teaching EFL. However, many teachers are still reluctant to use these, mainly because of time constraints and the belief that such texts are too difficult for their students. Since these findings are mainly focused on areas outside of Sweden, additional research is needed before conclusions can be drawn on the use of authentic texts in the Swedish upper elementary EFL classroom.Engelska
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Bayram, Ulya. "State-of-Mind Classification From Unstructured Texts Using Statistical Features and Lexical Network Features." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563274174606657.
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Faulconbridge, Robert Ian. "The development of learning and teaching strategies and technical texts for diverse groups of adult learners." University of Southern Queensland, Faculty of Engineering and Surveying, 2008. http://eprints.usq.edu.au/archive/00004785/.
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[Abstract]: Designing, developing and delivering effective technical education for diverse groups of adult learners is important for both the learners and the future of the technical discipline. The many nuances associated with adult learners, combined with the challenges associated with exploring technically complex topics, make effective technical education difficult to achieve. An understanding of adult learners and teaching, coupled with a robustdevelopment framework can help produce effective teaching strategies and technical texts for diverse groups of adult learners.A literature review focusing on current research regarding adult learners was conducted to investigate some of the nuances of the adult learner. Specifically, thedifferences between adult learning and child learning were explored which lead to research on the role of experience in learning, the different approaches adult students typically take to learning, and the likely diversity in preferred learning styles within groups of adult learners.The literature review also investigated the role of the teacher in adult education, focusing on the need for learning facilitation in adult education. The desirable characteristics of teachers of adults were also investigated leading to an appreciation of the attitudes, attributes and approaches that teachers can take to enhance the learning experience for adults.A conceptual framework for the development and delivery of adult education courses was proposed and explained. The framework was based on established complexproblem solving principles and covered the entire lifecycle of an adult education course fromthe identification of a need for a course through to its delivery (and revision). The framework was based on a top-down approach to educational design. This was articulatedusing a VEE diagram that explained how the lifecycle stages (decision, design, development,and delivery) could build upon one another through concepts such as traceability, ongoingverification and feedback. The principles of adult learning and teaching were integrated intothe framework via the activities associated with the design, development and delivery of courses.The framework, and the information contained in the literature review, has been applied to the development of three different technical courses for three different groups of adult learners. As a result of the application of the framework and the development of thesecourses, a number of technical texts has been written and published to support the courses.The adaptability and success of the framework are evidenced by the ongoing and expanded adoption of the courses to support adult education, the publication record being established by the texts, and the positive student and peer review of the adult teaching strategiesemployed in those courses.It is concluded that the framework and the analyses arising from the literaturereview have the potential to be of value and interest to other teachers responsible for thedesign, development and/or delivery of adult education in technical fields.
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Pettersson, Fredrik. "Optimizing Deep Neural Networks for Classification of Short Texts." Thesis, Luleå tekniska universitet, Datavetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76811.
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This master's thesis investigates how a state-of-the-art (SOTA) deep neural network (NN) model can be created for a specific natural language processing (NLP) dataset, the effects of using different dimensionality reduction techniques on common pre-trained word embeddings and how well this model generalize on a secondary dataset. The research is motivated by two factors. One is that the construction of a machine learning (ML) text classification (TC) model is typically done around a specific dataset and often requires a lot of manual intervention. It's therefore hard to know exactly what procedures to implement for a specific dataset and how the result will be affected. The other reason is that, if the dimensionality of pre-trained embedding vectors can be lowered without losing accuracy, and thus saving execution time, other techniques can be used during the time saved to achieve even higher accuracy. A handful of deep neural network architectures are used, namely a convolutional neural network (CNN), long short-term memory neural network (LSTM) and a bidirectional LSTM (Bi-LSTM) architecture. These deep neural network architectures are combined with four different word embeddings: GoogleNews-vectors-negative300, glove.840B.300d, paragram_300_sl999 and wiki-news-300d-1M. Three main experiments are conducted in this thesis. In the first experiment, a top-performing TC model is created for a recent NLP competition held at Kaggle.com. Each implemented procedure is benchmarked on how the accuracy and execution time of the model is affected. In the second experiment, principal component analysis (PCA) and random projection (RP) are applied to the pre-trained word embeddings used in the top-performing model to investigate how the accuracy and execution time is affected when creating lower-dimensional embedding vectors. In the third experiment, the same model is benchmarked on a separate dataset (Sentiment140) to investigate how well it generalizes on other data and how each implemented procedure affects the accuracy compared to on the original dataset. The first experiment results in a bidirectional LSTM model and a combination of the three embeddings: glove, paragram and wiki-news concatenated together. The model is able to give predictions with an F1 score of 71% which is good enough to reach 9th place out of 1,401 participating teams in the competition. In the second experiment, the execution time is improved by 13%, by using PCA, while lowering the dimensionality of the embeddings by 66% and only losing half a percent of F1 accuracy. RP gave a constant accuracy of 66-67% regardless of the projected dimensions compared to over 70% when using PCA. In the third experiment, the model gained around 12% accuracy from the initial to the final benchmarks, compared to 19% on the competition dataset. The best-achieved accuracy on the Sentiment140 dataset is 86% and thus higher than the 71% achieved on the Quora dataset.
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Hamsher, Sarah. "Reading Assessment of Students with Specific Learning Disability: A Comparison of Traditional and Naturally Occurring Texts." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1319133364.
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Lenas, Erik. "Prerequisites for Extracting Entity Relations from Swedish Texts." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-281275.
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Natural language processing (NLP) is a vibrant area of research with many practical applications today like sentiment analyses, text labeling, questioning an- swering, machine translation and automatic text summarizing. At the moment, research is mainly focused on the English language, although many other lan- guages are trying to catch up. This work focuses on an area within NLP called information extraction, and more specifically on relation extraction, that is, to ex- tract relations between entities in a text. What this work aims at is to use machine learning techniques to build a Swedish language processing pipeline with part-of- speech tagging, dependency parsing, named entity recognition and coreference resolution to use as a base for later relation extraction from archival texts. The obvious difficulty lies in the scarcity of Swedish annotated datasets. For exam- ple, no large enough Swedish dataset for coreference resolution exists today. An important part of this work, therefore, is to create a Swedish coreference solver using distantly supervised machine learning, which means creating a Swedish dataset by applying an English coreference solver on an unannotated bilingual corpus, and then using a word-aligner to translate this machine-annotated En- glish dataset to a Swedish dataset, and then training a Swedish model on this dataset. Using Allen NLP:s end-to-end coreference resolution model, both for creating the Swedish dataset and training the Swedish model, this work achieves an F1-score of 0.5. For named entity recognition this work uses the Swedish BERT models released by the Royal Library of Sweden in February 2020 and achieves an overall F1-score of 0.95. To put all of these NLP-models within a single Lan- guage Processing Pipeline, Spacy is used as a unifying framework.Natural Language Processing (NLP) är ett stort och aktuellt forskningsområde idag med många praktiska tillämpningar som sentimentanalys, textkategoriser- ing, maskinöversättning och automatisk textsummering. Forskningen är för när- varande mest inriktad på det engelska språket, men många andra språkområ- den försöker komma ikapp. Det här arbetet fokuserar på ett område inom NLP som kallas informationsextraktion, och mer specifikt relationsextrahering, det vill säga att extrahera relationer mellan namngivna entiteter i en text. Vad det här ar- betet försöker göra är att använda olika maskininlärningstekniker för att skapa en svensk Language Processing Pipeline bestående av part-of-speech tagging, de- pendency parsing, named entity recognition och coreference resolution. Denna pipeline är sedan tänkt att användas som en bas for senare relationsextrahering från svenskt arkivmaterial. Den uppenbara svårigheten med detta ligger i att det är ont om stora, annoterade svenska dataset. Till exempel så finns det inget till- räckligt stort svenskt dataset för coreference resolution. En stor del av detta arbete går därför ut på att skapa en svensk coreference solver genom att implementera distantly supervised machine learning, med vilket menas att använda en engelsk coreference solver på ett oannoterat engelskt-svenskt corpus, och sen använda en word-aligner för att översätta detta maskinannoterade engelska dataset till ett svenskt, och sen träna en svensk coreference solver på detta dataset. Det här arbetet använder Allen NLP:s end-to-end coreference solver, både för att skapa det svenska datasetet, och för att träna den svenska modellen, och uppnår en F1-score på 0.5. Vad gäller named entity recognition så använder det här arbetet Kungliga Bibliotekets BERT-modeller som bas, och uppnår genom detta en F1- score på 0.95. Spacy används som ett enande ramverk för att samla alla dessa NLP-komponenter inom en enda pipeline.
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Wang, Xiao. "Chinese-American college writers' texts and their cultural values." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115722.
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The purpose of the study was to determine the "interlanguage" characteristics in Chinese-American college writers' texts. Also, the study sought to determine the connections between their "interlanguage" characteristics at the syntactic and discourse levels and their cultural values and linguistic backgrounds. The population of the study consisted of 3 randomly selected Chinese-American students who have taken freshman writing classes at UCLA.The methods employed in this case study were context-sensitive textual analysis and qualitative techniques. In the context-sensitive analysis, twenty-four academic papers by these students were analyzed from four angles--error analysis, syntactic fluency analysis, cohesive ties analysis, syntactic construction analysis, and discourse organization pattern analysis. In the use of qualitative techniques, twenty-seven interviews were carried out, two recordings of family dinner and party were analyzed, and answers to questionnaires were studied.Findings support the hypothesis of the study--there are characteristic features in the texts by Chinese-American writers, and these characteristics at both syntactic and discourse levels have correlations to their linguistic background and cultural values. At the discourse level, the essay organization in these students' essays tends to follow an indirect pattern as Kaplan has claimed in his 1966's study. At the syntactic level, thekinds of errors occurring in these students' texts are the same as ESL Chinese students' errors, which supports the research findings by Zhu Hong, Hu, and other ESL researchers. Thus, the study has made two-fold connections--between Chinese-American college writers' texts and their cultural and contextual backgrounds and between ESL studies and composition studies.The implications of the research findings for the teaching of basic writing and future research in the field are discussed in the last chapter to enhance Chinese-American students' as well as their writing teachers' awareness of their writing characteristics and of connections between their cultural values and linguistic background.Department of English
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Öhqvist, Åsa. "Comparison of Authentic and Simplified Texts : A case study of Wuthering Heights." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22478.
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The aim of this essay is to explore in what way Graded Readers are different from authentic texts against the background of English as a Second Language (ESL) and the use of authentic and simplified text in ESL teaching. The material used for this purpose is the authentic text of Wuthering Heights by Emily Brontë and two upper-intermediate Graded Readers from two different publishers. The study uses the software readability-score and manual analysis to examine the texts with regards to lexical choice, language structure and story. The study showed that the Graded Readers are simplified in all aspects studied. Moreover, the Graded Readers differ from each other as well, most notably in the style of the text due to sentence structure and story simplification. This could imply that different authors of Graded Readers adopt different styles when simplifying text and that the grading levels are not comparable between different publishers.Engelska
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Wang, Lixum. "The use of parallel texts in language learning : computer software and teaching materials for English and Chinese." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368990.
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Dail, Mathias. "Clustering unstructured life sciences experiments with unsupervised machine learning : Natural language processing for unstructured life sciences texts." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-265549.
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The purpose of this master’s thesis is to analyse different types of document representations in the context of improving, in an unsupervised manner, the searchability of unstructured textual life sciences experiments by clustering similar experiments together. The challenge is to produce, analyse and compare different representations of the life sciences data by using traditional and advanced unsupervised Machine learning models. The text data analysed in this work is noisy and very heterogeneous, as it comes from a real-world Electronic Lab Notebook. Clustering unstructured and unlabeled text experiments is challenging. It requires the creation of representations based only on the relevant information existing in an experiment. This work studies statistical and generative techniques, word embeddings and some of the most recent deep learning models in Natural Language Processing to create the various representation of the studied data. It explores the possibility of combining multiple techniques and using external life-sciences knowledge-bases to create richer representations before applying clustering algorithms. Different types of analysis are performed, including an assessment done by experts, to evaluate and compare the scientific relevance of the cluster of experiments created by the different data representations. The results show that traditional statistical techniques can still produce good baselines. Modern deep learning techniques have been shown to model the studied data well and create rich representations. Combining multiple techniques with external knowledge (biomedical and life-science-related ontologies) have been shown to produce the best results in grouping similar relevant experiments together. The different studied techniques enable to model different, and complementary aspects of a text, therefore combining them is a key to significantly improve the clustering of unstructured data.Syftet med denna uppsats är att analysera olika typer av dokumentrepresentationer för att, på ett oövervakat sätt, förbättra sökbarheten hos ostrukturerade biomedicinska experiment genom att kluster-samla liknande experiment tillsammans. Arbetet innefattar att producera, analysera och jämföra textrepresenta- tioner med hjälp av olika traditionella och moderna maskininlärningsmetoder. Den data som analyserats är brusig och heterogen eftersom den kommer från manuellt skrivna experiment från ett elektroniskt labbokssystem. Att kluster-indela ostrukturerade och oannoterade experiment är en utmaning. Det kräver en representation av texten som enbart baseras på väsentlig information. I denna uppsats har statistiska och generativa tekniker som inbäddade ord samt de senaste framstegen inom djup maskininlärning inom området naturlig textbearbetning använts för att skapa olika textrepresentationer. Genom att kombinera olika tekniker samt att utnyttja externa biomedicinska kunskapskällor har möjligheten att skapa en bättre representation undersökts. Flera analyser har gjorts och dessa har kompletterats med en manuell utvärdering utförd av experter inom det biomedicinska kunskapsfältet. Resultatet visar att traditionella statistiska metoder kan skapa en rimlig basnivå. Moderna djupinlärningsalgoritmer har också visat sig fungera mycket väl och skapat rika representationer av innehållet. Kombinationer av flera tekniker samt användningen av externa biomedicinska kunskapskällor och ontologier har visat sig ge bäst resultat. De olika teknikerna verkar modellera olika och komplementära aspekter av en text, och att kombinera dem kan vara en nyckel till att signifikant förbättra sökbarheten hos ostrukturerad text.
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Knoos, Stefan Manuel [Verfasser]. "Learning with Pictures and Accompanying Audio-Texts : Conflict Regulation, Narrative Processing, and Aesthetic Evaluation / Stefan Manuel Knoos." Tübingen : Universitätsbibliothek Tübingen, 2021. http://nbn-resolving.de/urn:nbn:de:bsz:21-dspace-1190179.
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Daley, Nola M. "Effects of elaborations in expository texts: Large time cost, reduced attentionand lower memory for main ideas." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1558525094462172.
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Dugan, Molly Smith. "Settings, texts, tools & participants: A rhizomatic analysis of educational designs and learning spaces in an urban high school." Thesis, Boston College, 2009. http://hdl.handle.net/2345/640.
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Thesis advisor: Lisa Patel StevensThis study uses the construct of design to examine the interplay of texts, tools, and participants to ask, "How are educational environments designed and how do participants interact with designs to create spaces." I approached this question from the theoretical stance that material settings (e.g., schools, classrooms) may be designed for particular uses through institutional norms and purposeful thought (e.g., curriculum guides, technologies, architectural designs), but the way participants take up designs is not given a priori. Using ethnographic methods and spatial theories, I studied the literacy practices of a high school class designed for learning with and through multimodal textual practices, focusing on how this design of learning operated within the institutional norms of a comprehensive urban high school. Data included participant observation, qualitative interviews, and analysis of cultural artifacts, but spatial theories (de Certeau, 1984; Deleuze & Guattari, 1987; Lefebvre, 1991; Soja, 1989, 1996) and theories of design (Kress, 2003; New London Group, 1995) guided the selection and analysis of the data. Stylistically, this dissertation uses video and hyperlinks as a representational tool to illustrate the connections between conceptual fields and to illustrate how meaning is made and conveyed through the added dimensions of multimodality. The dissonance that the teacher's designs caused with the school's available designs is one of the most interesting findings. By breaking temporal and spatial boundaries of what constitutes a class, an academic discipline, and a teacher/student relationship, the teacher and the students used multimodal literacy practices in ways that offered fewer opportunities to assimilate understandings of what and how it means to learn and teach in school into available designs. The participants' interactions with the designs were mediated, however, by their cultural understandings of the purpose of school, their place in the school, and the potential of learning in school. In other words, the rules and grammars of available designs of school were co-constructive in the active designing by the participants
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Ilisei, Iustina-Narcisa. "A machine learning approach to the identification of translational language : an inquiry into translationese learning models." Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/299371.
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In the world of Descriptive Translation Studies, translationese refers to the specific traits that characterise the language used in translations. While translationese has been often investigated to illustrate that translational language is different from non-translational language, scholars have also proposed a set of hypotheses which may characterise such di erences. In the quest for the validation of these hypotheses, embracing corpus-based techniques had a well-known impact in the domain, leading to several advances in the past twenty years. Despite extensive research, however, there are no universally recognised characteristics of translational language, nor universally recognised patterns likely to occur within translational language. This thesis addresses these issues, with a less used approach in the eld of Descriptive Translation Studies, by investigating the nature of translational language from a machine learning perspective. While the main focus is on analysing translationese, this thesis investigates two related sub-hypotheses: simplication and explicitation. To this end, a multilingual learning framework is designed and implemented for the identification of translational language. The framework is modelled as a categorisation task, the learning techniques having the major goal to automatically learn to distinguish between translated and non-translated texts. The second and third major goals of this research are the retrieval of the recurring patterns that are revealed in the process of solving the task of categorisation, as well as the ranking of the most in uential characteristics used to accomplish the learning task. These aims are ful lled by implementing a system that adopts the machine learning methodology proposed in this research. The learning framework proves to be an adaptable multilingual framework for the investigation of the nature of translational language, its adaptability being illustrated in this thesis by applying it to the investigation of two languages: Spanish and Romanian. In this thesis, di erent research scenarios and learning models are experimented with in order to assess to what extent translated texts can be diff erentiated from non-translated texts in certain contexts. The findings show that machine learning algorithms, aggregating a large set of potentially discriminative characteristics for translational language, are able to diff erentiate translated texts from non-translated ones with high scores. The evaluation experiments report performance values such as accuracy, precision, recall, and F-measure on two datasets. The present research is situated at the con uence of three areas, more precisely: Descriptive Translation Studies, Machine Learning and Natural Language Processing, justifying the need to combine these elds for the investigation of translationese and translational hypotheses.
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Ostertag, Veronica Susanne. "An Investigation Of The Value Of Fictional Texts As A Tool For Enriching German Language And Culture Learning: A Kaleidoscopic View Of Outcomes And Possibilities." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194252.
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Given current changes and trends in foreign language (FL) education (National Standards, waning interest in FL study), educators need to develop intellectually stimulating tasks to encourage personal, inter-/intrapersonal and cultural growth. Although many researchers postulate that fictional texts are a superior means to accomplish this goal (Swaffar, 1992; Shanahan, 1997; Einbeck, 2002), only few have experimented with using them as a basis for culture learning (Scott and Huntington, 2002) or measured their overall efficacy for FL learning. This study investigated the effectiveness of fictional media in the German intermediate FL classroom using a multi-faceted research design incorporating different data sets (questionnaires, student journals, and CMC chats), which underwent quantitative and/or qualitative analyses.The pre-posttest format for of three questionnaires assessed changes in learners' responses to FL attitude and motivation for study, course interest, the National Standards, perceptions about the intellectual content of fictional media, motivation, and enjoyment. Results showed that literature provides educational value beyond the level of language acquisition and encourages a multitude of learning dimensions.Students' CMC journals written about fictional media were analyzed using the Linguistic Inquiry and Word Count (Pennebaker, Francis, & Booth, 2001) to ascertain changes of word usage in certain categories over the duration of the semester. A qualitative analysis using Grounded Theory (Glaser & Strauss, 1967; Glaser 1992 & 1998) showed emergent changes and themes relevant for culture and language learning. In addition to the journals, learners' CMC chats were also analyzed qualitatively to investigate the social nature of L2 language use and its pedagogical implications (Vygotsky, 1986). Shifts in categories and the emergence of themes were attributed to the effect of Text content/Genre rather than Time, and learners' chat did not evidence co-constructivist/dialogic learning as first postulated.
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Sjödin, Emma. ""One goal is to understand the world better" : A Thematic Analysis of Upper-Secondary School Teachers' Choice and Use of Literary Texts in EFL." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-47932.
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The aims of the present study were to explore how teachers in upper-secondary school choose and use literary texts and genres in their teaching of English as a foreign language (EFL), what their attitudes are towards the role of literature in reaching the learning objectives and what implications their textual choices have for literature teaching in general. Six people participated in the study, three male and three female upper-secondary school teachers in Sweden with English as one of their main subjects. The data were collected through semi-structured interviews with questions focusing on how the teachers use literary texts in order to teach English in the courses English 5, 6 and 7. The data were analysed using a grounded theory approach. The identified themes were teachers’ general attitudes to literature teaching, learning objectives taught implicitly through literature and teachers’ basis for literary choices. The main conclusions drawn from this study were that in most of these cases, factors such as relatability and degree of intelligible input overrode canonicity in EFL literature teaching.
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Chinkina, Maria [Verfasser], and Detmar [Akademischer Betreuer] Meurers. "Analyzing Authentic Texts for Language Learning : Web-based Technology for Input Enrichment and Question Generation / Maria Chinkina ; Betreuer: Detmar Meurers." Tübingen : Universitätsbibliothek Tübingen, 2018. http://d-nb.info/119935760X/34.
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Tanaka, Geruza Ferreira de Lima. "O processo de construção da leitura e da escrita como mediador para a desconstrução da "deficiencia"." [s.n.], 2001. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269509.
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Orientador: Maria Laura Trindade Mayrink-SabinsonDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Nesta pesquisa, tenho como objetivo analisar textos produzidos em situação intra e extraescolar de um aluno multi-repetente, "diagnosticado" pela escola como portador de "dificuldades de aprendizagem". Na análise, busco resgatar as possíveis reflexões empreendidas pelo sujeito no processo de produção textual. Além disso, analiso carta da professora do aluno, enviada como resposta à solicitação de uma psicóloga que o atendeu em um serviço de saúde, para onde foi encaminhado em função de problemas escolarescom a leitura e a escrita.A tentativa é mostrar que o aluno é capaz de ler e produzir textos escritos, embora as instituições que acompanham e/ou acompanharam o seu percurso escolar (escola, psicólogos, médicos) apontem que ele tem dificuldades para aprender, o que teria motivado a série de reprovações. Fundamentada em uma teoria da linguagem como atividade constitutiva no processo de aprendizado dos sujeitos, parto da possibilidadede que as dificuldades poderiam ser sanadas no próprio contexto escolar e que, portanto, nãojustificam as seguidas retenções do aluno. Para tanto, privilegio a perspectiva de Vigotsky (1930) e Bakhtin (1929), trazendo para a discussão a importância do "Outro", além do meio sociaL para a constituição o conhecimento e dos sujeitos. A metodologia utilizada na pesquisa baseia-se no paradigma indiciário de investigação das ciências humanas,visto que tal instrumento de análise possibilita resgatar, através de dados muitas vezes considerados marginais, indícios que apontam para importantes reflexões no processo de trabalho do sujeito com a construção da representação da língua escrita
Abstract: The principal objective of this dissertation is to analyze texts written, both in and out of school by a student diagnosed as having leaming deficits with multiple repetitions of the school year. The analysis captures possible reflections on textual elaboration on the part of the student. Also analyzed is a letter written by the student's teacher at the request of a psychologistat a public health clinic where the student was sent for treatment for difficulties at school with reading and writing. We wish to show that the student is capable of reading and writing texts, despite the institutions that have accompanied his education (teachers, psychologists, doctors). Based on the theory that understands language as a constitutive in the learning process, we suggest that difficulties might be taken care of within the school context itself,and that grade repetitions are not justified. To this end, we favor a Vigotskian and Bakhtinian perspective that brings to the fore, in addition to the social milieu, the "Other", inn the construction of knowledge and the individual. The methodology used in this study is based on the indiciary paradigm for investigation in the Humanities, given that this paradigm takes into account data often considered marginal in studies not preoccupied with a subject's "work" in the representational construction of written language
Mestrado
Ensino-Aprendizagem de Lingua Materna
Mestre em Linguística Aplicada
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Lorenz, Luisa Amelie [Verfasser], and Detlev [Akademischer Betreuer] Leutner. "Computer-based visualizing : learning from science texts by means of self-generated computer-based drawings / Luisa Amelie Lorenz ; Betreuer: Detlev Leutner." Duisburg, 2019. http://d-nb.info/1191692590/34.
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Hertzberg, Margery L., of Western Sydney Nepean University, and Faculty of Education. "How does educational drama enhance children's language and literacy development?" THESIS_FE_XXX_Hertzberg_M.xml, 1999. http://handle.uws.edu.au:8081/1959.7/270.
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The articles in this portfolio provide a detailed account of how educational drama enhances language and literacy development, and in particular the reading of narrative texts, in a range of Australian Primary (K-6) classroom settings. The research for this portfolio was positioned within the interpretive research paradigm. A combination of both action research and case study methodology was used to investigate how the researcher's teaching practice influenced children's language and literacy development, and how the student's responses during drama sessions influenced the researcher's subsequent practice. The theoretical underpinning for these investigations was based on socio-psycholinguistic theory and critical reading theory. Both theories explain why literature as opposed to basal readers is a better resource for the development of critical reading practices and both maintain the need for teaching/learning activities that attend to the distinctive features of narrative texts. As a collection, these articles illustrate how drama strategies and/or forms such as still image, questioning in role, parallel improvisation, teacher in role, Reader's Theatre and play-building enable participants to interpret and reconstruct the meaning of a text. Furthermore, and through the process of metaxis, children reflect upon universal themes and issues through the enactment of their own stories within a fictional context. Educational drama is thus positioned as a pedagogically appropriate teaching/learning methodology for enhancing language and literacy development in primary classrooms.Doctor of Philosophy (PhD)
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Knight, Susan Marie. "The effect of the presence or absence of dictionary access on incidental vocabulary learning for college intermediate Spanish learners reading Spanish texts /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776210795999.
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Beierle, Marlene Perlman. "Classroom Interactions that Support Learning Over time: The Construction of Learning Opportunities for Acquiring Complex Academic Knowledge in the Study of Literature." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1324177693.
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Hay, Richard. "Views and perceptions of the use of text and video in English teaching." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25400.
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This essay investigates how students studying at upper secondary level perceive the use of text and video as teaching aids as part of their English studies. Students that came from both vocational and preparatory programs completed an online survey and seven of them subsequently took part in interviews. Both the survey and the interviews show that a large majority of students would like much more video based teaching material as part of their English courses - some would even prefer all the course material to be video based. The results also show that even though the students want more video, opinion is divided when it comes to how much, and in what way video is best used or incorporated into English teaching. Many of the students that asked for more video said that they found it difficult to read and to understand longer texts, furthermore they found texts to be boring. They pointed out that video was more interesting and motivating. Video was generally seen as being the preferred choice when it came to authentic language, help with pronunciation and access to the culture of different English speaking countries. Text, on the other hand, was seen to provide a much richer and more detailed information which was especially helpful when it came to spelling and grammar. It was also clear that the preference for video was greater among the students from the vocational classes. There was also a general agreement that, although video is used as a teaching aid, it is more usually used by their teachers as a time filler or reward. Finally, even if learning English continues to be based on text and course books, there is a broad consensus among the students that more video should be used, as it is seen as a valuable and an effective complement to traditional text based material.
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Chan, Philip Kam-Wing. "Towards an interface of language and literature : the uses of texts and tasks which illustrate and identify differing degrees of literariness in the teaching and learning of English as a second language in Hong Kong secondary schools." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262242.
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